MEDICAL EDUCATION. School of Medicine Retreat February 8-10, 2002. Strategic planning group for education. Parvati Dev Charlotte Jacobs Larry Mathers Peter Schilling Gary Schoolnik Matt Scott Al Taira David Terris Dick Tsien David O’Brien. Contributors.
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School of Medicine Retreat
February 8-10, 2002
An absence of curricular definition--what knowledge, methods and skills do students need to have?
Insufficient time devoted to fostering independent research skills and to developing clinical skills
Funds flow that neither encourages accountability nor provides incentives for teaching excellence, innovation, and interdisciplinary programsEducation program
Residency and beyond
Proposed curricular structure
No independent scholarship.
Funds flow for education
Lack of central oversight of curriculum
Faculty may not be available to teach core elements
Facilities inadequate for variety of teaching methods
Insufficient mentorship and advising programs
Intersections with university campus
Graduate programs to enhance scholarly tracks
Reputation for “flexibility” in our curriculum
Chance to give Stanford a “distinctive” educationObstacles and opportunities: Curriculum
Establish underlying principles
Tuition does not cover the true costs of teaching
Funds flow for education does not directly support teaching, mentoring or advising
Teaching, advising, and mentoring are not valued
Tuition mechanisms are not fixed in stone
Faculty are interested in teaching and mentorship
Campus is big
Instructional technologies already strong
Large number of interested teachers in community
Center for Teaching and Learning and other pedagogical resources already existObstacles and opportunities: Teaching